Too many people in Europe lack basic life skills (see, eg the PIAAC results of the OECD). It could be literacy, numeracy or digital skills, but also health capabilities, financial literacy etc. They often lack the know-how to access social services, proper health care that goes beyond urgencies, and democratic participation. Refugees need to learn the host language, but also acquire the knowledge on how to make a home in their new countries. Additionally, too many of the native population of Europe respond aggressively to refugees through xenophobic and violent actions. All of these target groups can benefit from a life skills approach. The life skills approach builds the curriculum around the learner and takes their needs in to account: it combines basic skills with health, financial literacy and many other aspects that enable the learners to manage their lives successfully. This project brought together partners from Denmark (national level), Belgium (European level), the UK (national level), Greece (regional/local level) and Slovenia (national) in order to improve basic skills provision by explaining, further developing and up-scaling the life skills approach. The work was first based on the experiences of the partners but then further developed through surveys, interviews, good practice collections and further analysis. The project had the following objectives, which it has all fulfilled:• Improve life skills provision in Europe• Provide tools and recommendations that can be used for and with the three target groups • Develop an overarching framework and modules that are transferable across Europe• Support people from all target groups to access learning and other services; increase their participation in a democratic society and develop greater intercultural understandingThe project targeted adult education providers and networks through the multiplier events but also policy-makers and stakeholders working in other educational sectors and in life skills areas (e.g. health, social issues etc.). The project has produced several concrete outcomes:Output 1 consists of a thorough report including a glossary based on a survey among adult education organisations and desk research, a collection of good practices of life skills initiatives across Europe and a collection of educational tools. A leaflet was made to communicate the concept of life skills short and clear. The leaflet has been translated into Greek, Danish, Slovenian and French. The summary of the report is also available in Danish, French, Slovenian and Greek.Output 2 consists of a generic learning framework for life skills provision, that was tested in the participating countries. The framework is available in English, Danish, French, Slovenian and Greek.Output 3 consists of an awareness raising and strategy toolkit aiming at both education providers and decision makers (English, Danish, French, Slovenian, Greek).Three inspiring multiplier events were held, two in Brussels and one in Patras, Greece. Given the fact that the projects outputs are available online (see https://eaea.org/project/life-skills-for-europe-lse/) and are acting as a continuing source of inspiration is ensured that the project will have more of mid-long, long-term impact on policies that is hard to be measured at that point. Partners informed their colleagues about the work that has been done on life skills, approaches to life skills and they acknowledged the life skills approach as very promising for vulnerable groups of adults, especially those with less experiences in learning.The project deliverables offer learners and providers inspiring tools to use while they provide to policy makers and stakeholder with a chance to understand better the LSE approach and its benefits. Based on those deliverables the Life Skills Approach will impact the work of the above mentioned target groups. The increased knowledge on the field of Life Skills that LSE offers will lead to a more prominent position of the approach within the area of adult education, especially when it comes to disadvantaged groups of learners.As pointed out earlier, the partners have implemented the results on their levels and will continue to disseminate the results. There are talks ongoing (in 2019) about cooperations with other sectors on how the life skills approach could be shared and further implemented. The annual theme of the EAEA in 2019, life skills and participation, will mean that there will be a Grundtvig Award on the topic of Life Skills, a conference and statement of the EAEA (in close cooperation with DAEA). The further impact is therefore already assured - it clearly demonstrated that the results of this project are being and will be mainstreamed and up-scaled.